RELIABILITY AND VALIDITY IN STUDENT LEARNING ASSESSMENT

RELIABILITY AND VALIDITY IN STUDENT LEARNING ASSESSMENT

1. How to create an usual assessment for students

   • VALIDITY
     • Measure what is supposed to measure
     • problem solving
     • measure skills rellated to the topic that is being assessed
     • evaluate all the material, topics and important points to cover
     • No assessment is completely valid
   • ASSESSMENT
     • The problem of assessment
       • judgement, competent or not
       • Highly accurate assessment
       • change the level of vslidity
     • Ensure validity in an assessment
       • Different types of assessments and approaches
     • Assessment on different dimensions
       • When, where, when to use it, consideration of using it
         • Description, indications, conta-indications, special precautions, notes
     • Summative and formative
       • Summative
         • What students tends to focus on, usually done at the end of a course, final exam assessment sumarises the global idea of the level of the students, summative assessment is formative.
       • Formative
         • Provide feedback on what the students are learning, identify achievements and improvements, evaluate effectiveness of teaching, the role of grades in the feedback process, specific criteriia
           • Rubrics
             • Criteria and standards linked to learning objectives, assess and communicate, delineate consistent criteria for evaluate, evaluate criteria, integrate performance and feedback
   • RELIABILITY
     • Repeatability or consistency; assess the result of a student over and over and its improvements
       • Types
         • Inter-rater
           • asked to see evaluation and to assess in a different degree
         • Test re-test reliability
           • Consistency of a measure from one to another time
         • Paralell-forms of reliability
           • Consistency of two tests constructed in the same way
         • Internal consistency
           • Testing the same material in different portions
     • Ensure reliability in an assessment
       • testers that before giving the real test calculate the porcentage of reliability
         • Use rubrics, percentage of agreement, unacceptable variability, see that everyone share the same understanding